The report makes a distinctive contribution to our understanding of the different ways that families support post-school transitions. The authors collected data from in-depth interviews with Learning for Life students and members of their families. The stories derived from the interview process provide insights into the worlds and family contexts of our students and also about the types of support they need to build on their strengths in achieving the post-school goals that they are setting for themselves.

The report makes a significant contribution to expanding the evidence base on the role that education/lifelong learning can play in overcoming disadvantage. It does so by addressing a number of other interrelated barriers to participation that can lock people into a cycle of disadvantage.

The financial barrier to tertiary education is a recognised human rights issue (Human Rights and Equal Opportunity Commission (HREOC) 2000). Literature confirms that many regional young people cannot access Youth Allowance income support due to stringent eligibility criteria, suggesting causation to low regional tertiary participation.

The paper examines the influences on, and consequences of, low achievement defined
as scores within the lowest achievement quartile. Low achievement is moderately
associated with socioeconomic background and Indigenous status and the
relationships with gender, ethnicity, region, family type, state and region differ for
reading and mathematics. Low achievement substantially reduces the chances of
school completion and university entrance. It has much less impact on other forms of
post-secondary education and training.

This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students.

This paper draws on research on the influence of school culture on the higher education aspirations of secondary students in one of the most socioeconomically and educationally disadvantaged regions in Australia: the outer northern suburbs of Adelaide. Using a case study approach, the author investigates the attitudes towards higher education of students from three schools in this area, with a particular focus on how and why these students make personal decisions about higher education.

Parent and autism groups say Georgina is among a growing number of students who are not adequately supported in their education by the (VIC) state government.

According to a report by the Australian Council for Educational Research (ACER), Indigenous students remain overrepresented at the lower levels and underrepresented at the upper levels of proficiency. Performance of Indigenous students has not improved over time.

Engaging social and professional communities around students with high educational needs has come to be seen as an active protective process for these students. This paper examines the role of state and local agencies (education, health, families, communities, and criminal justice) in documenting but not altering student trajectories towards life failure.